Interactive training methods in graduate medical education (analytical review)
AbstractIn the article main interactive training methods for medical students are reflected, among them: "simulated patient" methodology, case-study method, role-playing games and debates. The experience of foreign and domestic medical universities is demonstrated. It has shown that role-playing games and debates are well received by students in the curriculum of problem education as an effective teaching methodology. Both methods are equally good at improving students' communication skills. It is necessary that these inexpensive experimental learning tools be accepted and incorporated into medical education in order to facilitate active learning, improve clinical thinking and communication skills, study real-world scenarios and provide components of both basic and clinical medical subjects of study in an effective way. In medical education, theoretical knowledge is not enough to create a better healthcare delivery system. Unidirectional flow of knowledge from lecturer to student (i.e. traditional didactic training) is no longer considered an effective method of enhancing competence to improve doctor-patient relationship. It has been shown that modern teaching methodologies that emphasize "interactivity", such as problem-based learning, role-playing games and debates, provide more effective basis for competency building in the system of health care delivery.
Keywords:education, graduate medical education, interactive training
Funding. The study had no sponsor support.
Conflict of interests. The authors declare no conflict of interests.
For citation: Pinchuk T.V., Orlova N.V. Interactive training methods in graduate medical education (analytical review). Meditsinskoe obrazovanie i professional'noe razvitie [Medical Education and Professional Development]. 2020; 11 (3): 102-16. DOI: https://doi.org/10.24411/2220-8453-2020-13009 (in Russian)
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